Faculty practice in a private teaching institution in a developing country: embracing the possibilities

Abstract

Dissonance is an overall theme of the literature and stems from the perceived threats/risks of faculty practice. Faculty practice may fulfil institutional, personal and professional needs of individual faculty members. Faculty practice offers an opportunity to change attitudes, beliefs and values related to direct care in the institution studied and influence other institutions in Pakistan.

Building nurse education capacity in India: insights from a faculty development programme in Andhra Pradesh

“…Post-registration BSc and MSc graduates are reported to move predominantly into educational positions in the public and private sectors [6]. Thus, as in many countries where clinical nursing carries a low status, academic qualifications are valued as a potential route out of clinical practice into higher status and better paid jobs in education [15]. …”

Global development opportunities for nursing practice

“…One of the biggest challenges to achieving the ambition of high quality and safe nurse-led clinical care in developing countries will be to address widespread negative attitudinal barriers to delivering 'nursing care' in order to maximize opportunities for advancing nursing practice. The low status of clinical nursing in Pakistan and the desire to introduce faculty practice is explored in a timely discussion paper by Premji et al (2011) in this issue of the Journal of Advanced Nursing. The Pakistani healthcare system has a low nurse to patient ratio, is overcrowded and under resourced and holds the profession of nursing in low regard.…”

“…As a result Premji et al report that nurses are reluctant to give direct patient care. Premji et al (2011) present a fascinating case study of one private institution and describe their efforts to develop academic nursing practice locally with evidence-based principles of practice development and innovation. The case study institution is the only institution in Pakistan approved to deliver a Masters of Science in Nursing course.…”

“…Having found a dissonance between different conceptual definitions in the literature and locally held beliefs, they developed their own shared conceptual clarity and definition of faculty practice with local stakeholders, from which shared opportunities for faculty practice could be developed and nurtured in a local context. Premji et al (2011) are realistic in their assessment of the challenges to keep momentum going to build sustainable attitudinal change towards faculty practice and nursing care. Nonetheless, the case study institution has created a unique opportunity to lead the development of nursing as a profession in Pakistan, and will be in a unique position to fulfil the ambitions of initiatives such as the WHO GREAT 'knowledge into action' Project.…”